Behaviourism is criticised for reducing human learning to nothing more than a stimulus response association (Avis, Fisher, & Thompson, 2014, p.85). However, Parish and Parish (1989) suggest using positive reinforcement can meet the basic needs of learners and enhance their attendance and participation in the classroom (M.Ed, 2015). For example, learners who perceive a classroom which has a positive climate with fair academic exceptions acts as a positive reward and strengthens the behaviour of attendance and participation (M.Ed, 2015). In terms of post-compulsory education many adults go back into the lifelong learning sector seeking to gain qualifications within Maths and English. However, their memories of education are authoritarian and rigid which has acted as a negative stimulus (Scales, 2008, p.60). In terms of the Behaviourist perspective, punishment from past teachers in terms of harassment, verbal putdowns and labelling has acted as a mechanism to control a class (Geffner, Galasso, & Braverman, 2005, p.141), and perhaps through outcome (classroom control) reinforced their behaviour). However, for the learner it has created an unconscious fear response to learning and a learning barrier. Trainee teachers need to be aware of this effect on post compulsory learners as this will help them devise ways to help students with learning barriers. For example, replacing a fear response with a relaxing response to a feared stimulus can help reverse automatic negative emotions (Pastorino & Doyle-Portillo, 2008, p.55). In the context of a literacy or numeracy class this could be achieved by playing relaxing music at the start of an activity. Furthermore, giving positive rewards, encouraging comments and developmental feedback in response to class contributions and activities’ are important as this will positively reinforcing further student involvement (Scales, 2008, p.60). An example of a numeracy activity which reinforces student involvement could be Maths Bingo with a small prize for the winner. The role of the teacher here is much to do with teacher being physically involved, a type of learning by demonstration and doing as opposed to students carry out individual cognitive numeracy tasks.

Clearly, human learning encompasses other factors such as thinking, re